"This Is Active Learning": Theories of Language, Learning, and Social Relations in the Transmission of Khmer Literacy

Abstract

This article examines the role language ideologies played in the changing instructional and social organization of Khmer literacy classes in Long Beach, California. Language and language use in classrooms have been carefully examined over the years, but analysis of how language attitudes influence pedagogical theory and practice has been largely neglected. This article reveals one way in which language ideologies engage with local theories of learning to shape not only pedagogies informing instruction but also social relations within classes.

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